Argumentation-based teaching of Functions yields more positive attitudes toward mathematics than traditional teaching¶

Claim · All claims
Evidence · 1 study · causal r1 · q2
Currency · newest study 2017 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Experiment group students' Mathematics Attitude Scale rank average (35.17) was significantly higher than the control group's (25.83) at posttest. → Emel Mercan 2017

Evidence¶

Emel Mercan 2017¶

Emel Mercan, Tevfik İşleyen. (2017). Analyzing the Efficiency of Argumentation Based Practices on 9th Grade Functions Subject. Universal Journal of Educational Research 5(7). https://doi.org/10.13189/ujer.2017.050716

q2 · i? · causal · r1

Mann-Whitney U test on MAS posttest scores of 30 experiment and 30 control students (scores not normally distributed), reported as significant with U=310.000, p=.038. Pretest differences were not significant (U=332.500, p>.05).

"MAS rank averages (35.17) of experiment group students who are taught through argumentation method are higher than the rank averages (25.83) of control group students who are taught through existing method"

Discussion¶

Related Claims¶

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• Innovative teaching approaches produce significant positive effects on overall attitude toward science and mathematics (d = 0.35 after outlier removal) — a broader claim this one bears on
• AI-supported inquiry-based learning significantly improved secondary students' attitudes toward mathematics compared with traditional instruction — related
• Teaching 9th-grade Functions through argumentation produces higher science process skills posttest scores than traditional teaching — related